MargD Teaching Posters



MATHEMATICS WEEKLY/UNIT PLANNERLevel: Gr 3/4 ???Term:?1 ???2017 ?????Weeks: 4 - 9Teachers: Sinead, Kellie and Marg Dimension: Number and AlgebraSpecific Focus for Unit: Place ValueVictorian Curriculum Content Descriptions Key Concepts Gr 2:Recognise, model, represent and order numbers to at least 1000 (VCMNA104)Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting (VCMNA105)Gr 3:Recognise, model, represent and order numbers to at least 10 000 (VCMNA130)Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems (VCMNA131)Gr 4:Recognise, represent and order numbers to at least tens of thousands (VCMNA152)Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems (VCMNA153)Gr 5:Use estimation and rounding to check the reasonableness of answers to calculations(VCMNA182)Recognise, represent and order numbers to at least hundreds of thousands (VCMNA186)PartitioningRecognising that numbers can be ‘broken up’ in different ways e.g. 154= 15 tens and 4 ones or 14 tens and 14 onesBase 10 SystemRecognising that our number system is based on grouping quantities in tens. Each place has a value that is 10 times greater than the place to its right and one tenth to the value to its leftDigit positionThe place of a digit determines its value, including recognising zero as a place holderPre-Assessment NAPLAN misconceptions Learning Intentions Task:SINE Number Assessment Year AMisconceptions:-Understandings of equal signs (same as)-Algorithms can be written backwards and forward-Creating visual representations of multiplication and division- Recognising that zero is a place holder- 1000 more and 1000 less- 10 less than 201 is 191.Strengths:- Sequencing numbers- Reading number lines(Q29) - Reading, recognising and interpreting place value. Place value (reading and writing 4 digit numbers), particularly that zero is a placeholder (q14)Solving number sentences such as 20 = 25 - ___We need to understand our number system so we can handle larger and more difficult numbers.The value of a number depends on its position or place.Our number system is based on grouping quantities in tens and using 0,1,2,3,4,5,6,7,8,9 to record these.We can ‘break up’ numbers in different ways - eg. 154= 15 tens and 4 ones or 14 tens and 14 onesWe can use 0 as a place holder - eg. in 208 the zero means there are no tensA number with many digits can be hard to read. We cluster the digits in groups of three,starting from the ones placeMultiplying a number by ten shifts each digit one place to the left.SESSION NUMBERKEY IDEALEARNING INTENTIONTOOL SESSION A short, sharp task relating to fluency in mental computation or the focus of the lesson.WHOLE CLASS FOCUSSets the scene/context for what students do in the independent session.INVESTIGATION SESSIONExtended opportunity for students to work in pairs, small groups or individually. A time for teacher to probe children’s thinking or work a small group for part of the time.REFLECTIONFocused teacher questions and summary to draw out the mathematics and assist chn to make link/s.TEACHER ASSESSMENTWe are looking for...Session 1 LEARNING INTENTIONWe need to understand our number system so we can handle larger and more difficult numbers.TOOL SESSION ???orNumber of the MomentWHOLE CLASS FOCUSIntroduction of topic and guide through the learning intentions on the cover sheet. to place value Value Song For Kids | Ones, Tens, and Hundreds and shows the pattern‘Where’s My Number?’ game. ?Class designates a number between 0 and 9. ?Use the random number generator (set between 0 -100). ?If designated number is in ones position, students put hands on knees, tens - hips, hundreds - shoulders, thousands - heads (Can be extended to tens of thousands - hands in air) Can be played as elimination game where kids who are out sit down. INVESTIGATION Task: ?Rip Apart 100Give children counters, beans icy-pole sticks or coloured matchsticks. Ask them to count out 100. Use the counters to show how 100 can be ripped apart in many different ways. Ask the children to make statements about the different ways theyhave ‘ripped part’ the number 100. For example, 87 + 13 = 100 Record and check with a calculatorThen investigate: if one of the parts must be a multiple of ten, how many different ways can you rip apart 100? ?Students record answers Extending Prompts: Use 1000Enabling Prompts:Begin with 10REFLECTIONShare resultsUse post-its and half post-its to show numbers eg.That student have mastery over numbers to 100 and planning alternatives for those who don’t.Session 2LEARNING INTENTIONThe value of a number depends on its position or place.TOOL SESSION‘Where’s My Number?’ gameWHOLE CLASS FOCUS to read numbers in the millionsHow Much am I Worth?Use the random number generator to display numbers. ?From a cup pull a post it (post-its say ones, tens, hundreds, thousands - more if needed) Students must identify the correct number that is worth that was pulled out place and show it with MABINVESTIGATION Task: Roll, Write and ValueStudents roll dice (number of dice determined by their ability to cope with 2,3,4,5,6 -digit numbers) to produce a number which they write. Then pull from cup a value and write is beside. ?Students then write in what that place is worthExtending Prompts: Using more numbers into tens and hundreds of thousands, millionsEnabling Prompts:Keeping it to 2 and 3 digit numbersREFLECTIONThis task can also be done with cards with any picture card designated as a 0 (Aces = 1)Can students correctly identify numbers by their position?Students’ level of mastery of numbers for their grade standard (Vic Curric)Gr 3: to at least 10 000Gr 4: to at least tens of thousandsSession 3LEARNING INTENTIONOur number system is based on grouping quantities in tens and using 0,1,2,3,4,5,6,7,8,9 to record these.We can use 0 as a place holder - eg. in 208 the zero means there are no tensTOOL SESSION‘Where’s My Number?’ gameWHOLE CLASS FOCUSPlace Value ‘It’s All Connected Mats’INVESTIGATION Task: ‘It’s All Connected’Students use ‘All Connected’ mats (under whiteboard screens) Extending Prompts: Using more numbers into tens and hundreds of thousands, millionsEnabling Prompts:Keeping it to 2 and 3 digit numbersFollow up extended notation by showing that the order does not matter eg. 200 + 1000 + 5 = 1205Students’ level of mastery of numbers for their grade standard (Vic Curric)Gr 3: to at least 10 000Gr 4: to at least tens of thousandsCheck if misconception from SINE test has been cleared up Session 4LEARNING INTENTIONOur number system is based on grouping quantities in tens and using 0,1,2,3,4,5,6,7,8,9 to record these.We can use 0 as a place holder - eg. in 208 the zero means there are no tensTOOL SESSION‘Where’s My Number?’ game and ‘It’s All Connected’WHOLE CLASS FOCUSEstablishing rules for the Trading GameINVESTIGATION Task: ?The Trading GameStudents play in turn by rolling the die and taking the appropriate amount of units, longs, flats, etc. e.g. a roll of 19 = 1 long (10) and 9 units (1s) ?and placing them on the place value mats. ?Students record then continue and make appropriate exchanges as needed. ?The winner is the first to reach the highest number after 10 rolls. Extending Prompts: Vary the types of die used and extend the place value mat.Enabling Prompts:Simplify the type of die and use the basic place value mats.REFLECTIONStudents choose 1 or 2 of the sentences to complete(could be done orally or written in Learning Journal)I was able to…My success rate…I learnt that…I can … (refer to learning intentions)Next time I would....Students’ level of mastery of numbers for their grade standard (Vic Curric)Gr 3: to at least 10 000Gr 4: to at least tens of thousandsSession 5LEARNING INTENTIONOur number system is based on grouping quantities in tens and using 0,1,2,3,4,5,6,7,8,9 to record these.We can use 0 as a place holder - eg. in 208 the zero means there are no tensTOOL SESSIONThe Trading Game and ‘It’s All Connected’WHOLE CLASS FOCUSLead students through worksheetINVESTIGATION Task: Worksheet of various problems taken from ‘Targeting Maths’ Extending Prompts: Study Ladder extensionEnabling Prompts:Teaching table intervention and supportWorksheet correctionSession 6LEARNING INTENTIONWe can ‘break up’ numbers in different ways - eg. 154= 15 tens and 4 ones or 14 tens and 14 onesTOOL SESSIONThe Trading Game and ‘It’s All Connected’WHOLE CLASS FOCUSTake a whole number and break it up using a place value mat. ?Do in a standard way first then try some alternative ways ?- eg. 154= 14 tens and 14 onesINVESTIGATION Task: Which of the Followingsee worksheetExtending Prompts: Use bottom sheetEnabling Prompts:Use top sheetSession 7LEARNING INTENTIONA number with many digits can be hard to read. We cluster the digits in groups of three,starting from the ones placeTOOL SESSION‘Where’s My Number?’ gameWHOLE CLASS FOCUS the commas songINVESTIGATION Task: The Trading Game and ‘It’s All Connected’Extending Prompts: As in above lessonsEnabling Prompts:As in above lessonsREFLECTIONStudents choose 1 or 2 of the sentences to complete(could be done orally or written in Learning Journal)I was able to…My success rate…I learnt that…I can … (refer to learning intentions)Next time I would...Check for correct writing of numbersSession 8LEARNING INTENTIONMultiplying a number by ten shifts each digit one place to the left.TOOL SESSION‘Where’s My Number?’ gameWHOLE CLASS FOCUS"Hiking the Place Value Chart"INVESTIGATION Task: Place Value HikingStudents are given a number and must increase this number by multiplying different parts of this number by 10. Choosing ones, tens, or hundreds from a cup of post-its, students multiply that value by ten and record the new number ?Repeat four times and compare beginning and ending numbers.Extending Prompts: Use 5 and 6 digit numbersWhat happens if you want to go back the other way?Enabling Prompts:Use 2 and 3 digit numbers ................
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